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Transcript of PNIEB
IN BASIC EDUCATION CYCLE 4
1st, 2nd and 3rd junior high school 2010/2011expansion C 1
3rd and 4th elementary incorporate English as a subject to the curricula of preschool and elementary education
to make suitable adjustments to the English subject curricula in secondary school PROFILE: Reflects the proficiency level
COMPETENCIES FOR LIFE :society and solve problems.
Indicate progress made by Sts. PRINCIPLES 1.CYCLES AND NOT BY SCHOOL GRADES
which guarantees continuity and articulation
2. OPEN AND FLEXIBLE
They offer guided experiences
contents are defined by two main categories:
I.Social practices of the language
IIspecific competences with the language FEATURES integral reform in basic education
BASED ON COMPETENCIES
Articulation and efficiency among preschool, elementary and secondary school CYCLE THREE one two 009/0103rd/1st 2nd 5+7= (cc) image by anemoneprojectors on Flickr Expansion c1,c2. c3
secondary C4 21 entities has generated their own English programs and it has caused their operation to be extremely heterogeneous NECESSITY TO GENERATE STUDY PROGRAMS BASED ON CURRENT REGULATIONS
OPERATE WITH EQUITY AND QUALITY CYCLE 4 acquisition EASL
learning EAFL CEF
B1 This level implies actively participating in different contexts through the development, not merely of the receptive abilities of communication (listening and reading comprehension), which were the main focus of Cycles 1, 2 and 3, but also of oral production and, to some extent, written production. CHALLENGE FOR TEACHERS use of suitable teaching strategies that enable students
to access and interact with the English language receptively and/or productively The purpose of English language teaching for Cycle 4 in Basic Education (1st, 2nd and 3rd grades of Secondary school) is for students to consolidate their proficiency in English in basic communicative situations and develop specific competencies particular to social practices of the language within a range of communicative situations, in which they understand and produce, in general way, oral and written texts about different topics 1. Comprehension
4. Attitudes towards language and communication STANDARS LANGUAGE: Language is a communicative, cognitive, and reflective activity through which we express,
exchange, and defend our ideas; we establish and keep interpersonal relations and gain access to information; we participate in knowledge building, organize our thoughts, and reflect on our own discursive and intellectual creation. ENGLISH TEACHING APPROACH From this perspective, learning a language implies to acquire rules of use socially imposed (implicit) and the ways of using them in different social environments SOCIAL PRACTICES OF THE LANGUAGE Patterns or ways of interaction
which in addition to written and oral text
include several activities linked to them .
each practice has a communicative purpose and a history linked to a particular situation doing with, knowing about, and being through language SPECIFIC COMPETENCES GUIDELINES TO ORGANIZE EDUCATIONAL WORK PLAN COMMUNICATIVE SITUATION THAT: Articulate the curricular contents
doing with, knowing about, and being through language Foster cooperative work, i.e. distribute actions that involve responsibilities among students, offer
opportunities in which everyone participates, make sure couples exchange knowledge and are aware of
what they need to learn. foresee difficulties and possible solutions as well as to evaluate each stage and the process as a
whole. EASE THE WAY TO APPROACH DIFFICULT CONTENTS Boost students’ self-esteem and confidence in the use of English it is important to stress that one of the conditions for learning a language is
to understand the situation where it is used Familiar and community environment Literary and ludic environment Academic and educational environment ASSESSMENT STAGE
FORMATIVE + - CONTENT ORGANIZATION